a peer-reviewed, national journal of writing, service-learning, andcommunity literacy,

invites submissions for a

Spring 2006 Special Issue: "Re-writing the Community Writing Course"

Guest edited by H. Brooke Hessler and Amy Rupiper Taggart

Much of the literature on community writing pedagogies highlights aparticular moment or an individual semester rather than the recursiveprocess through which experienced practitioners re-see, re-frame, andadapt their courses over time. We believe that the survival of ourprograms depends on our ability to scrutinize the continuous changes wemake, and why we make them--the socio-economic, pedagogical, civic,ethical, and institutional exigencies that shape our work. Further, webelieve that the knowledge built from these revisions should be shared.Without active dialogue about evolving courses and projects, communitywriting courses risk reproducing problems. With active dialogue comesrecognition of the progress we make as we respond to ongoing constraints.

>From this perspective, well conceived, systematically assessed long termprojects are the means to teaching, learning, and community-based ends. Weinvite submissions (up to 5000 words) that focus on course and projectrevision for sustainability and best practices. We are particularlyinterested in projects that have already achieved some longevity becauseof their careful reflection on and assessment of the courses and projects.

Submissions should include:

• The theoretical underpinnings of the course, project, and/or revisions• An overview of the community partnership itself and the institutionalcontext of the course• Selections of relevant course materials from the original and revisedcourses (course descriptions, objectives, assignments, assessment tools)• Discussion of persisting challenges

In addition, we welcome review essays on significant books and articles,particularly those that address issues of assessment and sustainability inservice-learning programs and partnerships.

Manuscripts should follow MLA guidelines and should include a 75-100 wordabstract. Please send inquiries to Amy Rupiper Taggart(amy.rupipertaggart_at_ndsu.nodak.edu) or Brooke Hessler (bhessler_at_okcu.edu).Send electronic submissions (in MS-Word or RTF) to Brooke Hessler(bhessler_at_okcu.edu) by August 15, 2005.

Reflections is one of only two national, peer-reviewed journals devoted toservice-learning scholarship. Originally founded as a venue for teachers,researchers, students and community partners to share research and discussthe theoretical, political and ethical implications of community-basedwriting and writing instruction, Reflections publishes a lively collectionof essays, empirical studies, interviews and reviews in a format thatbrings together emerging scholars and leaders in the fields ofcommunity-based writing and civic engagement.